Model Pembelajaran Pada Sistem Kurikulum Berbasis Kompetensi

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Model Pembelajaran Pada Sistem Kurikulum
Berbasis Kompetensi

• Disampaikan oleh
• SP Mursid

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TOPIK KITA

• Dosen (Guru)
• Belajar Mengajar
• Kurikulum
• Kompetensi
• KBK (Kurikulum Berbasis Kompetensi)

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SIAPAKAH DOSEN ?Karakter/jatidiri
Martabatkebanggaannya
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• I Jolo Jadi Berengon
• I Tongah-tongah mangalean semangat
• I Pudi Mangalean Dorongan tu dongan

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• Di Payun janten teladan
• Di tengah ngawangun karsa
• Ngiring di pengker ngarojong

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Belajar dari Ki Hajar Dewantoro
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Lalu apa Kompetensi ?
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TABLE OF TWO-DIMENSIONAL MODEL OF TEACHING
(Modified Oct 2002 from Phillip C. Wankat e-al,
1993)
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Hanna and McGill (1985) contend that the
affective aspects of teaching are more important
than method. Affective components which appear
to be critical for effective teaching include

• Valuing learning
• A student-centered orientation
• A belief that students can learn
• A need to help students learn

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Bagaimanakah Dosen Mengajar pada sistem Kurikulum
Berbasis Kompetensi
Lima Belas (15) Langkah Berikut Perlu
Dipertimbangkan
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• Guide the learner.

Be sure that students know the objectives. Tell
them what will be next. Provide organization and
structure appropriate for their developmental
level.
2. Develop a structured hierarchy of content.
Some organization in the material should be
clear, but there should be opportunities for the
student to do some structuring. Content needs to
include concepts, applications and problem
solving.
3. Use images and visual learning.
Most people prefer visual learning and have
better retention when this mode is used.
Encourage students to generate their own visual
learning aids
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4. Ensure that the student is active.
Students must actively grapple with the material.
This can be done internally or externally by
writing or speaking
5. Require practice.
Learning complex concepts, tasks, or problem
solving requires a chance to practice in a
nonthreatening environment. Some repetition is
required to become both quick and accurate at
tasks.
6. Provide feedback.
Feedback should be prompt and, if at all
possible, positive. Reward works much better than
punishment. Students need a second chance to
practice after feedback in order to benefit fully
from it.
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7. Have positive expectations of students.
Positive expectations by the lecturer and respect
from the lecturer are highly motivating. Low
expectations and disrespect are demotivating.
This is a very important principle, but it cannot
be learned as amethod. A master teacher truly
believes that her or his students are capable of
great things.

• Provide means for students to be challenged yet
  successful.

Be sure students have the proper background.
Provide sufficient time and tasks that everyone
can do successfully but be sure that there is a
challenge for everyone. Success is very
motivating.
9. Individualize the teaching style.
Use a variety of teaching styles and learning
exercises so that each student can use his or her
order favorite style and so that each student
becomes more proficient at all style.
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10. Make the class more cooperative.
Use cooperative group exercises. Stop grading on
a curve and either use mastery learning or grade
against an absolute standard.
11. Ask thought-provoking questions.
Thought-provoking questions do not have to have
answers. Posing questions without answers can be
particularly motivating for more mature students.

• Be enthusiastic and demonstrate the joy of
  learning.

Enthusiasm is motivating and will help students
enjoy the class.
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13. Encourage communication among students
Students who tutor others learn more themselves
and the students getting the tutor (What Work,
1986). In addition, students who tutor develop a
sense of accomplishment and confidence in their
ability.
14. Care about what you are doing.
The lecturer who puts teaching on automatic
cannot do an outstanding job
15. If possible, separate teaching from
evaluation.
If a different person does the evaluation, the
teacher can become a coach and ally whose goal is
to help the student learn.
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Principles for good Practices

• Encourages student/faculty communications
• Encourages cooperation among students
• Encourages active learning
• Gives prompt feedback
• Emphasizes time on tasks
• Communicates high expectations
• Respects diverse talents and ways of learning

-Chickering and Gamson, Seven Principles for
Good Practices in Undergraduate Education.
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Two educational environments (1)
Focus on faculty teaching
Focus on student learning

• Courses are, for the most part, the only means
  for faculty teaching and student learning

• There are packages of where students can learn in
  many different ways and in many different arenas
  rather than through courses only

• Students engage in mastery learning taking the
  time necessary to become proficient in an area

• Students are taught in twelve to sixteen week
  quarters or semesters

• Assessment is by proof of competency, not limited
  on course and teacher

• Assessment is by grades at end of course

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Two educational environments (2)
Focus on faculty teaching
Focus on student learning

• Emphasis on small intense faculty-student
  discussion groups one-on-one communication with
  faculty members occasional lectures independent
  learning

• Emphasis on lecture-discussion teaching method
  very limited faculty-student out-of-class
  communication

• Emphasis on students ways of knowing, multiple
  focus on learning academic material,
  interdisciplinary methods, problem-focused
  learning, skill competency, and so on

• Emphasis on facultys way of knowing instruction
  is focused on academic disciplines

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Two educational environments (3)
Focus on faculty teaching
Focus on student learning

• Faculty member is primary agent responsible for
  student learning

• Student is the primary agent responsible for
  student learning students individual ability
  and motivation affects time and effort

• Graduation demonstration that required learning
  and competency has occurred

• Graduation accumulation of course credits

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Focusing on student learning improvement through
changes

• From faculty productivity to student productivity
• From faculty disciplinary interests to what
  students need to learn
• From faculty teaching styles to student learning
  styles
• From classroom teaching to student learning

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Pendidikan Mencerahkan

• Membangun Karakter (Jati diri)
• Bermartabat

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• Mengantar Pada Kehidupan yg Lebih baik

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Bersama Membangun Intellectual Capital
Menjadi Collective Intelligence
Mutual Trust, Mutual Respect Mutual Benefit
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• "This is the beginning of a new day. You have
  been given this day to use as you will. You can
  waste it or use it for good. What you do today is
  important because you are exchanging a day of
  your life for it. When tomorrow comes, this day
  will be gone forever in its place is something
  that you have left behind . . . let it be
  something good"
• Anonymous

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